Keyword: «professional adaptation»

The paper seeks to review the process of social adaptation of students receiving non-teaching education, to teaching activities. On the basis of modern pedagogical works stages of adaptation, which were subsequently tested experimentally, were formed.

The problem of professional health of specialists of the Department of Social Development with different lengths of service is considered. The empirical data characterizing professional adaptation and professional health are presented. The practice of professional health promotion is analyzed. It is proposed to supplement the ongoing health-preserving measures with the creation of psychological relief rooms and the introduction of supervision for specialists.

In the context of updating educational content and increasing demands on teachers' professional agency, the development of universal competences among beginning educators is becoming particularly relevant. One of the most effective forms of professional support is team-based mentoring, which promotes successful adaptation and professional growth of novice specialists. In this process, monitoring plays a key role, allowing for the identification of professional deficits and the management of educational quality. The aim of this study is to present the results of diagnostics assessing the level of universal competences developed by beginning teachers during an experimental implementation of team mentoring in educational institutions in Omsk. The study involved 144 teachers at the early stages of their professional careers. The methodological foundation of the study is a learner-centered approach, which takes into account the individual characteristics and professional needs of teachers. The key universal competences evaluated included teamwork and leadership, communication skills, self-organization, and professional self-development. The results indicate a positive trend in the development of these competences among participants engaged in the team mentoring model. Empirical data confirm the effectiveness of this model as a tool for supporting and developing teachers at the beginning of their professional career. The theoretical significance of the work lies in clarifying the conceptual framework and confirming the effectiveness of the learner-centered approach in the context of mentoring. The practical value lies in the possibility of adapting the proposed diagnostic tools for assessing and supporting novice teachers in various educational organizations. The research findings can be used by administrators and methodological services in planning mentoring programs and professional development initiatives.

The relevance of the problem under study is due to the systemic personnel crisis in Russian general education, which is characterized by a steady shortage of teaching staff (589,000 specialists in 2024/2025 academic year), a high average age of teachers and a low proportion of young professionals (about 10%). In these conditions, the problem of continuity of personal and professional development of a beginning teacher as a factor in the sustainability of the educational system is of key importance. The purpose of the article is to analyze the problem of succession and develop theoretically sound practical recommendations. The leading approach is a systemic personality–developing one, integrating the concept of three-component resourcefulness by L.M. Mitina, the theory of professional adaptation by A.K. Markova and the models of psychological and pedagogical support by T.T. Shchelina. The paper uses methods of theoretical analysis, generalization of statistical data (Rosstat, Ministry of Education of the Russian Federation) and the results of surveys of young teachers (N = 650, 2023-2025). Main results: four groups of barriers (psychological, professional, organizational, social) that hinder the successful development of beginning teachers have been identified and systematized; the necessity of a systemic approach to their support is substantiated; a set of measures is proposed, including the development of a mentoring institute, professional growth programs, psychological support, improvement of working conditions and motivational mechanisms. The theoretical significance lies in the systematization of scholarly ideas about the factors and barriers of succession in the context of the personnel crisis. The practical significance lies in the development of practice–oriented recommendations aimed at increasing the retention of young teachers in the profession and reducing the severity of the personnel shortage.